Psychological and pedagogical support of the educational process

Psychological and pedagogical support is considered as a special type of assistance (or support) to a child, ensuring his development in the conditions of the educational process.

The full development of a student at all stages of life consists of two components:

· realization of the opportunities that this stage of age development opens up for the child;

· realization of the opportunities that a given socio-pedagogical environment offers him.

The main goal of psychological and pedagogical support is to provide the teacher with the opportunity to help each student be successful. The teacher must own the situation himself, determine the prospects for his own development and tactics of interaction with each student.

Objectives of psychological and pedagogical support:

1. Providing psychological and pedagogical assistance in the successful adaptation of each child to new social conditions;

2. Creating an atmosphere of safety and trust in the teacher-child-parent system;

3. Contribute to the formation of the child’s skills and abilities that lie in his zone of proximal development.

The most important levels at which support must be provided:

1. Individual psychological, determining the development of basic psychological systems:

§ mental development (level of training, educational success of the child).

2. Personal, expressing the specific characteristics of the subject himself as an integral system, his difference from his peers:

§ features of interaction with others (sociometric status, level of anxiety);

§ motivation.

3. Individual personality characteristics that constitute the internal physiological and psychological basis:

§ type of temperament;

§ leading modality.

From a psychological point of view, the psychological and pedagogical support system should, first of all, be considered as a continuity of primary and secondary education. It is important that the individual development of the child is monitored comprehensively and that all participants are involved in the educational process: primary school teacher, class teacher, subject teachers, parents of the child, since support is a holistic, systemically organized activity, in the process of which social -psychological and pedagogical conditions for the successful learning and development of each child.

In the system-oriented activities of psychological and pedagogical support proposed, the educational psychologist solves three main tasks:

1.Tracking the characteristics of the child’s psychological development at various stages of education (diagnostic minimum). Indicators of child development are compared with the content of psychological and pedagogical status. If there is compliance, a conclusion can be drawn about successful development, and further development can be directed towards creating conditions for the transition to the next stage of age development. In case of discrepancy, the cause is studied and a decision is made on ways of correction: either the requirements for the child are reduced, or his capabilities are developed.

2.Creation in this pedagogical environment of psychological conditions for the full development of each child within the limits of his age and individual capabilities. This problem is solved through such means as education, active psychological training of parents, teachers and children themselves, methodological assistance, and developmental psychological work.

3.Creation of special psychological conditions to provide assistance to children experiencing difficulties in psychological development. Many children, within the age norm, do not realize their potential, “do not take” from the pedagogical environment given to them what they are, in principle, able to take. The special work of the school psychologist is also focused on them. This problem is solved by means of correctional and developmental, consulting, methodological and social dispatch work.

The idea of ​​support as the embodiment of humanistic and personality-oriented approaches is currently being consistently and in detail developed in the works of G. Bardier et al. in three main planes:

value-semantic foundations of the support method;

organizational models of accompanying activities;

indicates the values ​​on which the maintenance method is based.

Firstly, this is the value of the child’s psychological development. The accompanying method presupposes a careful attitude towards the child’s mental world, his needs, and the peculiarities of his subjective attitude towards the world and himself. The educational process cannot rudely interfere with the course of psychological development, violating its laws. Adults accompanying the child must be able to sacrifice certain social and pedagogical goals if their achievement is fraught with the destruction of the student’s inner world.

Secondly, this is the value of the child’s individual development path. A discrepancy between individual status and age patterns and educational standards can be considered a deviation only if it threatens the child with disadaptation and loss of social adequacy. In other cases, it is preferable to talk about the individual path of development of the child, which has the right to existence and self-realization.

Thirdly, this is the value of a child’s independent choice of his life path. The task of adults is to form the ability and readiness of the pupil both to understand his capabilities and needs, and to make independent choices. Adults should not take this choice upon themselves, but teach the child to set goals and achieve them, correlating them with the goals of the people around them and social values.

The professional and personal position of a teacher-psychologist, reflecting the value-semantic basis of accompanying activities, is implemented in the following principles:

priority of goals, values ​​and needs for the development of the child’s inner world;

reliance on the available strengths and potential capabilities of the individual, faith in these capabilities;

focus on creating conditions that allow the child to independently build a system of relationships with the world, people around him, himself and independently overcome difficulties;

safety, protection of the health, rights, and human dignity of the child.

Modern systems of psychological and pedagogical support are characterized by the following organizational principles, which also form its methodological basis:

a comprehensive, interdisciplinary, integrative approach to solving any child development problem;

guarantee of continuous support for the child’s development in the educational process;

information and diagnostic support for the support process;

the need for socio-pedagogical and psychological design in accompanying activities;

reflexive-analytical approach to the process and result of psychological and pedagogical support;

orientation to work in the modern legal field.

As for organizational models of support, he notes that three main types of support can be distinguished:

preventing a problem from occurring;

training of accompanied methods of problem solving in the process of resolving problem situations;

emergency assistance in a crisis situation.

In addition, he names two more types of support:

individual-oriented;

system-oriented.

The latter is intended to prevent or solve problems that are common to a large group of children.

In the system-oriented activities of psychological and pedagogical support proposed, the educational psychologist solves three main tasks.

First. Tracking the characteristics of a child’s psychological development at various stages of education (diagnostic minimum). Indicators of child development are compared with the content of psychological and pedagogical status. If there is compliance, a conclusion can be drawn about successful development, and further development can be directed towards creating conditions for the transition to the next stage of age development. In case of discrepancy, the cause is studied and a decision is made on ways of correction: either the requirements for the child are reduced, or his capabilities are developed.

Second. Creation in this pedagogical environment of psychological conditions for the full development of each child within the framework of his age and individual capabilities. This problem is solved through such means as education, active psychological training of parents, teachers and children themselves, methodological assistance, and developmental psychological work.

Third. Creation of special psychological conditions to provide assistance to children experiencing difficulties in psychological development. Many children, within the age norm, do not realize their potential, “do not take” from the pedagogical environment given to them what they are, in principle, able to take. The special work of the school psychologist is also focused on them. This problem is solved by means of correctional and developmental, consulting, methodological and social dispatch work.

In the organizational model of support, which we also adhere to, the following are identified as “basic elements”: socio-psychological status - a characteristic of the requirements and capabilities of a child of a certain age, which represents a certain guideline, a meaningful basis for diagnosis, correctional and developmental work; a diagnostic minimum (a set of methods) that makes it possible to identify certain indicators of development: a psychological and pedagogical consultation as a method of “assembling” a holistic portrait of the child and the class and developing a strategy for supporting and specifying the content of the work.

This model is quite universal and can be used at any stage of school education. It was from this that we started when we proposed an algorithm (procedural steps) and schematically described the content of the program of psychological and pedagogical support for a child’s adaptation to school in the 1st part of the methodological manual “Adaptation to School. Diagnosis, prevention and overcoming maladaptation.”

However, it should be noted that the content and sequence of actions of a teacher-psychologist in the psychological and pedagogical support of children’s adaptation to school significantly depend on the specific school environment in which the child’s learning and personality development takes place. An ordinary public school has only the same opportunities, the same guidelines for work. Small, cozy school - others. The educational technologies used in school and the general pedagogical principles used by teachers are of great importance. The variability of support programs is also determined by the characteristics of society, in particular, the conditions of family education, attitudes and value orientations of parents. Finally, the conceptual framework and professional capabilities of the educational psychologist himself are another basis for the variability of support programs.

At the same time, the patterns of age-related development of children during this period are also set by certain general guidelines for psychological and pedagogical support.

PSYCHOLOGICAL SUPPORT OF THE COMPETENCE-BASED APPROACH

1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT.

2. CONSEQUENCES OF THE IDEA OF SUPPORT (CONCEPTUAL, CONTENT, ORGANIZATIONAL, FUNCTIONAL-ROLE).

3. THE CONCEPT OF “COMPETENCE” IN THE MODEL OF HUMAN PSYCHOLOGICAL DEVELOPMENT.

4. MAIN DIRECTIONS OF ACTIVITY OF A PSYCHOLOGIST IN THE ORGANIZATION OF PSYCHOLOGICAL SUPPORT OF COMPETENCE-ORIENTED TRAINING.

4.1. PSYCHODYAGNOSTICS

4.2. PSYCHOCORRECTIONAL AND DEVELOPMENTAL WORK

4.3. COUNSELING AND EDUCATION

4.4. SOCIAL MANAGEMENT ACTIVITIES

5. PSYCHOLOGICAL EDUCATION WITHIN THE FRAMEWORK OF SUPPORTING THE COMPETENCE-BASED APPROACH.

1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT (according to M.R. Bityanova)

Accompaniment is a certain ideology of work; it is the very first and most important answer to the question of why a psychologist is needed. However, before we dwell in detail on the content of this concept, let us consider the overall situation in domestic psychological school practice from the point of view of the goals and ideology that are embedded in various existing approaches.

We can talk, in our opinion, about three main ideas underlying various models of psychological activity.

The first idea: the essence of psychological activity is in the scientific and methodological guidance of the educational process at school. This is a “foreign” practice for a psychologist. Its goal can be stated in different words, for example, as scientific psychological and pedagogical support for the educational process, but in any case these are the goals of “alien” practice, a different professional perception of the world (primarily the child), which is often poorly compatible with a psychological worldview.

Idea two: the meaning of a school psychologist’s activity is to help children experiencing various difficulties of a psychological or socio-psychological nature, to identify and prevent these difficulties. Within the framework of such models, the functions of a teacher and a psychologist are quite clearly separated. Moreover, their activities often turn out to be independent of each other. Those who fall outside the scope of assistance are psychologically healthy schoolchildren who receive their share of the psychologist’s attention only if they begin to demonstrate some undesirable manifestations in behavior, learning or, say, well-being. In addition, psychologists working in line with such models often have a specific view of children: their psychological world becomes interesting to a specialist primarily only from the point of view of the presence of violations that need to be corrected and corrected.

Idea three: the essence of school psychological activity is to accompany the child throughout the entire school process. The attractiveness of the idea is clear: it really makes it possible to organize school psychological activities as “your own” practice, with your own internal goals and values, but at the same time it allows you to organically weave this practice into the fabric of the educational pedagogical system. Allows you to make it an independent, but not alien part of this system. It becomes possible to combine the goals of psychological and pedagogical practice and their focus on the main thing - the child’s personality.

First of all, what does it mean to “accompany”? In the Russian language dictionary we read: to accompany means to go, to travel with someone as a companion or guide. That is, accompanying a child along his life path means moving with him, next to him, sometimes a little ahead, if possible paths need to be explained. The adult carefully looks and listens to his young companion, his desires, needs, records achievements and difficulties that arise, helps with advice and his own example to navigate the world around the Road, understand and accept himself. But at the same time he does not try to control or impose his own paths and guidelines. And only when the child gets lost or asks for help does he help him get back on his path. Neither the child himself nor his experienced companion can significantly influence what happens around the Road. An adult is also unable to show the child the path that must be taken. Choosing a Road is the right and responsibility of every individual, but if at crossroads and forks with a child there turns out to be someone who is able to facilitate the choice process and make it more conscious - this is a great success. It is precisely this accompaniment of the child at all stages of his education that is seen as the main goal of psychological practice.

The task of a school psychologist is to create conditions for the child’s productive movement along the paths that he himself has chosen in accordance with the requirements of the Teacher and Family (and sometimes in opposition to them), to help him make conscious personal choices in this complex world, to constructively resolve inevitable conflicts, master the most individually significant and valuable methods of cognition, communication, understanding oneself and others. That is, the activity of a psychologist is largely determined by the social, family and pedagogical system in which the child actually finds himself and which is significantly limited by the framework of the school Environment. However, within this framework, he can define his own goals and objectives.

So, support is a system of professional activity of a psychologist aimed at creating socio-psychological conditions for the successful learning and psychological development of a child in interaction situations.

The object of psychological practice is the learning and psychological development of a child in a situation of school interaction, the subject is the socio-psychological conditions of successful learning and development.

The affirmation of the idea of ​​support as the basis of psychological practice, the postulation of its object and subject in the form described above has a number of important consequences. Let us briefly dwell on each of these consequences.

2. CONSEQUENCES OF THE IDEA OF SUPPORT (CONCEPTUAL, CONTENT, ORGANIZATIONAL, FUNCTIONAL-ROLE).

We consider support as a process, as a holistic activity of a practical school psychologist, within which three mandatory interrelated components can be distinguished:
Systematic monitoring of the child’s psychological and pedagogical status and the dynamics of his mental development during the learning process.
Creating socio-psychological conditions for the development of students’ personality and their successful learning.
Creation of special socio-psychological conditions to provide assistance to children with problems in psychological development and learning.

Within the framework of this ideology, it is possible to reasonably and clearly approach the selection of the content of specific forms of work and, most importantly, to define the concept of the socio-psychological status of the student. That is, we get the opportunity to answer the question of what exactly needs to be known about the student in order to organize the conditions for his successful learning and development. In its most general form, the socio-psychological status of a schoolchild is a system of psychological characteristics of a child or adolescent. This system includes those parameters of his mental life, knowledge of which is necessary to create favorable socio-psychological conditions for learning and development. In general, these parameters can be divided into two groups. The first group consists of the characteristics of the student. First of all, the characteristics of his mental organization, interests, communication style, attitude to the world, and more. They need to be known and taken into account when building the learning and interaction process. The second consists of various problems or difficulties that arise for the student in various areas of his school life and internal psychological well-being in school situations. They need to be found and corrected (developed, compensated). Both need to be identified in the process of work to determine the optimal forms of support.

Organizational implications of the idea of ​​accompaniment

In organizational matters, the psychotechnical potential of the idea of ​​support is especially clearly manifested, since it becomes possible to build the current work of a psychologist as a logically thought-out, meaningful process that covers all areas and all participants in intra-school interaction. This process is based on a number of important organizational principles regarding the construction of school psychological practice. These include the systematic nature of the daily activities of a school psychologist, the organizational consolidation (in the long-term and current work plans of the school teaching staff) of various forms of cooperation between a teacher and a psychologist in creating conditions for the successful learning and development of schoolchildren, the approval of the most important forms of psychological work as an official element of educational - educational process at the level of planning, implementation and monitoring of results, etc.

Functional-role consequences of the idea of ​​support

A psychologist working in line with this model has the opportunity to make a professional determination regarding all participants in the school system of relations and build successful relationships with them. In traditional terms, the psychologist gains an understanding of who is and who is not the object of his practice. True, within the framework of our approach it would be more appropriate to talk about, say, a client of school psychological practice. The client of a school psychologist is either a specific student or a group of schoolchildren. As for adult participants in the educational process - teachers, administration, exempt educators, parents - we consider them as subjects of support, participating in this process together with a psychologist on the principles of cooperation, personal and professional responsibility. We consider a psychologist as part of the system of teaching and raising children. Along with him, the child is guided along the path of development by specialists from various humanitarian professions (teachers, medical workers, social teachers and educators, social workers) and, of course, his parents. In solving the problems of a particular student or in determining the optimal conditions for his learning and development, all interested adults jointly develop a unified approach, a unified strategy for psychological and pedagogical support.

The activities of a psychologist within the framework of support include:

An analysis of the school environment, carried out jointly with teachers, from the point of view of the opportunities that it provides for the learning and development of the student, and the requirements that it places on his psychological capabilities and level of development

Determination of psychological criteria for effective learning and development of schoolchildren

Development and implementation of certain activities, forms and methods of work, which are considered as conditions for the successful learning and development of schoolchildren

Bringing these created conditions into some system of constant work that gives maximum results

Thus, support seems to us to be an extremely promising theoretical principle both from the point of view of understanding the goals and objectives of psychological practice, and from the point of view of developing a specific model of a psychologist’s activity, which can be introduced and successfully implemented not in a single author’s performance, but as a mass technology of work.

3. THE CONCEPT OF COMPETENCE IN THE MODEL OF HUMAN PSYCHOLOGICAL DEVELOPMENT

The concept of “competence” appeared in the model of human psychological development, which has grown in recent years from the ideas of activity theory and behavioral theories. This model, the social-cognitive approach, pays the greatest attention to the development of a person’s cognitive activity, to his desire for completeness and internal consistency of knowledge about himself and the world. This theory believes that a person is constantly focused on solving problems and is determined to achieve increasingly more effective solutions, trying to minimize the expenditure of his cognitive, physical, and material resources per “unit” of useful result (E. Varkhotov).

In order to reduce emotional stress and be upset or happy as little as possible, you should increase the efficiency of your thinking. It is necessary to correctly analyze the cause-and-effect relationships between events. This makes the world understandable and predictable, convenient and even pleasant to live in. The predictability of the world and the internal consistency of ideas about oneself and the world are considered in this theory to be the most important value for a person.

From this comes the “competence motive”: it is assumed that all people strive to live comfortably and pleasantly and at the same time interact effectively with each other, with the environment and nature. Therefore, as each person grows up, an ever-increasing share of his interests inevitably turns out to be related to the development of thinking, mastery of knowledge and skill, and subsequently with the transfer of accumulated experience and knowledge to the next generation.

MAN-CREATOR

So, “competence” is a specific ability that allows you to effectively solve typical problems and tasks that arise in real situations of everyday life. Special forms of competence presuppose the ability to solve a defined range of problems in a professional activity.

A person must have certain knowledge, including highly specialized, special ways of thinking and skills. The highest levels of competence require initiative, organizational skills, and the ability to assess the consequences of one's actions.

The development of competence leads to the fact that a person can model and evaluate the consequences of his actions in advance and for the long term. This allows him to make the transition from external assessment to the development of “internal standards” for assessing himself, his plans, life situations and for other people.

In Russian psychology, similar ideas for the development of cognitive processes and the motivational sphere, noting the importance of the transition to self-propulsion of motives and self-reinforcement, were developed by L.I. Bozovic. She believed that the meaning of development and maturation is that the child gradually becomes a person: from a being who assimilates the experience accumulated by humanity, he gradually turns into a creator who creates material and spiritual values.

The model of social and individual competence considers a person’s life path as his ascension - the transition from the ability to solve situationally determined problems to supra-situational activity (the term of V.A. Petrovsky), as his progress towards perfection through individual creative acts (A. Adler). S.L. Rubinstein writes that only “in creativity is the creator himself created. There is only one way to create a great personality: great work on a great creation.”

HELPLESS MAN

Learned helplessness (Seligman's term) is the passivity and lack of will of a person in a problem situation. The basis of “acquired” types of helplessness is the initial and innate helplessness of a person. Unlike many other species, humans are born without an innate system of instincts and behavioral patterns that ensure survival. The development and formation of individual organs, brain structures, physiological and functional systems of a person occurs in the process of training and education.

The growth model of social competence suggests that:
- firstly, all children can become competent in one or another area of ​​activity, making their choice in the widest possible sphere, determined by social needs. The problem is to identify as early as possible those areas of activity in which the child can achieve maximum competence;
- secondly, the education system must be restructured from an extensive model of “pumping” subject-oriented “knowledge” into children’s memory to an intensive model of developing social and individual competence;
- thirdly, the role of the teacher and school psychologist in such a transformation should probably be the acmeological design of the individual trajectory of the intellectual and personal development of each child.

4. MAIN AREAS OF ACTIVITY OF A PSYCHOLOGIST IN THE ORGANIZATION OF PSYCHOLOGICAL SUPPORT OF COMPETENCE-BASED TRAINING (according to M.R. Bityanova)

Psychological and pedagogical support of the competency-based approach can be presented in the form of the following model (see Figure 1.)

Diagnostic work is a traditional part of the work of a psychologist, historically the first form of psychological practice.

We can highlight the following principles for constructing and organizing the psychodiagnostic activity of a psychologist.

The first is the compliance of the chosen diagnostic approach and specific methodology with the goals of psychological activity (the goals and objectives of effective support).

Secondly, the survey results must either be immediately formulated in a “pedagogical” language, or be easily translatable into such a language.

Third, the predictive nature of the methods used, that is, the ability to predict on their basis certain features of the child’s development at further stages of education, and to prevent potential violations and difficulties.

Fourth, the high developmental potential of the method, that is, the possibility of obtaining a developmental effect in the process of the survey itself and building various developmental programs on its basis.

Fifth, the cost-effectiveness of the procedure.

The developmental activities of a psychologist are focused on creating socio-psychological conditions for the holistic psychological development of a child, and psychocorrectional activities are aimed at solving specific problems of learning, behavior or mental well-being in the process of such development. The choice of a specific form is determined by the results of psychodiagnostics.

Let us briefly consider a few more requirements, in accordance with which it is necessary to build correctional and developmental work in school. First of all, the participation of children and adolescents in them is voluntary. When planning the content of correctional and developmental work, it is necessary to take into account not only and not so much general age ideas about needs, values ​​and characteristics, but also actively rely on knowledge of the characteristics of the social and cultural environment to which schoolchildren belong, their own individual characteristics and needs. Finally, an important organizational point: it is necessary to maintain consistency and continuity in the forms and methods of correctional and developmental work carried out at school.

Psychocorrectional work can be carried out both in the form of group and individual activities. The choice of a specific form of work depends on the nature of the problem (there may be contraindications for group work), the age of the child, and his wishes. For it, the principle of holistic impact also remains of paramount importance, although it is obvious that the choice of priority areas of work is necessary.

When working with each age, you can set the following priorities:

Grades 1-4 - development of cognitive activity, ability to interact and cooperate.

The overall goal is to create a safe, welcoming atmosphere for the child, in which he will feel understood and accepted. In this atmosphere, children acquire important life skills:

The ability to listen to another person;

Ability to overcome embarrassment, start and maintain a conversation;

The ability to recognize, express one’s feelings and understand the feelings of others;

Ability to join a group and get to know each other;

Ability to debate.

Every child understands that he is valuable regardless of his success, his appearance, that his characteristics are his uniqueness and originality. And that's great. Children learn to plan time, do what needs to be done with pleasure, and gain the experience of friendship and constructive communication.

Grades 5-6 - ensuring continuity of education at the stage of transition to secondary education, adaptation of students to the requirements of grade 5, development of creative abilities, self-regulation skills, formation of a cohesive team. 10 - 13 years old.

"Me and my world, or psychology for life." The classes are aimed at developing social skills that are so necessary for children:

The ability to say “no” and accept “no”;

Ability to introduce yourself;

Ability to work in a group and follow group rules;

The ability to freely express your thoughts and feelings, listen to others.

Children learn to cope with their emotions, and as a result, friendliness and calmness in different life situations will increase, and aggressiveness will decrease. In addition to gaining social skills in classes, children comprehensively explore their character, see themselves from the outside, realize the reasons for their actions, and think about their future. By acting out situations that model behavior, they master psychologically competent behavior in situations of communication with peers and adults.

7-8 grades - formation of active interest in the inner world, strengthening self-esteem, developing the ability to reflect on one’s behavior, learning methods of self-knowledge, developing communication skills.

9-11 grades - formation of an active life position, stimulation of the process of self-knowledge, assistance in choosing life goals and in professional self-determination.

The older ones are already entering adulthood with one foot in them; they need to learn:

Communicate more confidently and freely;

Manage your conditions;

Behave with dignity in difficult situations.

Most often during trainings, topics are raised about what kind of person am I? how do they see me? my feelings, what are they? How can I cope with myself? me and my parents, how to understand each other?

4.3. Third direction: counseling and education

Consulting and education of schoolchildren Education as a form of practical professional activity is familiar to psychologists. Let’s just say that this is the safest type of psychological work both for the specialist himself and for his audience. Enlightenment gives listeners a passive position, and in this situation new knowledge, if it comes into conflict with a person’s existing ideas or suggests their change, can easily be rejected and forgotten.

Counseling schoolchildren is another important type of practical work, aimed at teenagers and high school students. Consulting can have different contents, relating to both the problems of a student’s professional or personal self-determination, and various aspects of his relationships with people around him.

As part of the consultation, the following tasks can be solved:

Providing assistance to adolescents and high school students experiencing difficulties in learning, communication or mental well-being;

Teaching teenagers and high school students the skills of self-knowledge, self-discovery and self-analysis, using their psychological characteristics and capabilities for successful learning and development;

Providing psychological assistance and support to schoolchildren who are in a state of current stress, conflict, or strong emotional experience.

Psychological counseling and education of teachers

Psychological counseling is a fundamentally important area of ​​school psychologist practice. The effectiveness of all his work at school is largely determined by the extent to which he was able to establish broad and constructive cooperation with teachers and school administration in solving various problems of supporting schoolchildren. This cooperation is organized to a large extent in the process of consultation. Thus, we consider the teacher as an ally of the psychologist, collaborating with him in the process of resolving issues of successful learning and personal development of schoolchildren. In various types of consulting we see forms of organizing such cooperation.

So, psychological and pedagogical counseling is a universal form of organizing cooperation between teachers in solving various school problems and professional tasks of the teacher himself.

Psychological education of teachers is another traditional component of school psychological practice.

Psychological education is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant for them. First of all, we are talking about psychological knowledge and skills that allow teachers to:

Organize an effective process of subject teaching for schoolchildren from both content and methodological points of view;

Build relationships with students and colleagues on a mutually beneficial basis;

Realize and comprehend oneself in the profession and communication with other participants in intra-school interactions.

Parent counseling and education.

The general goal of various forms of activity of a psychologist in relation to parents - both education and counseling - is seen to be the creation of socio-psychological conditions for attracting the family to accompany the child in the process of schooling.

In general, work with parents is built in two directions: psychological education and socio-psychological counseling on problems of education and personal development of children.

Psychological and pedagogical counseling of parents, carried out at the request of parents or on the initiative of a psychologist, can perform various functions. First of all, informing parents about the child’s school problems. Parents do not always have a sufficiently complete and objective understanding of them. Further, this is advisory and methodological assistance in organizing effective child-parent communication, if the parents themselves made such a request or the psychologist believes that the causes of the child’s school problems lie in this area. The reason for consultation may also be the need to obtain additional diagnostic information from parents. For example, at the stage of in-depth diagnostics, a psychologist may ask parents to help him identify the impact of the family situation on the child’s psychological well-being at school. Finally, the purpose of counseling may be psychological support for parents in case of detection of serious psychological problems in their child or in connection with serious emotional experiences and events in his family.

4.4. Fourth direction: social control activities

The social and supervisory activities of a school psychologist are aimed at ensuring that children, their parents and teachers (school administration) receive social and psychological assistance that goes beyond the scope of the functional responsibilities and professional competence of the school practitioner. It is obvious that the effective implementation of this function is possible only in the case when psychological activity at school is a link in an extensive system of socio-psychological support (or help service) of public education. In this case, the psychologist has an idea of ​​where, how and with what accompanying documentation the request can be “redirected”. In all other situations, he is not confident that the client will be provided with the necessary assistance or effective forms of cooperation will be offered. To implement dispatch functions in this case, the psychologist must have at least a bank of reliable data at his disposal about various socio-psychological services that provide professional services (as a rule, all relationships with these services are built, alas, on personal contacts).

When does a psychologist turn to social control activities? Firstly, when the intended form of work with a child, his parents or teachers goes beyond the scope of his functional responsibilities. Secondly, when a psychologist does not have sufficient knowledge and experience to provide the necessary assistance himself. Thirdly, when a solution to a problem is possible only if it is taken beyond the scope of school interaction and the people participating in it. The psychologist is one of its participants.

However, the activity of a psychologist in the cases described above is not limited to “redirecting the problem.” It involves sequential solution of the following tasks:

Determining the nature of the problem at hand and the possibilities for solving it

Finding a specialist who can help

Assistance in establishing contact with the client

Preparation of the necessary accompanying documentation

Tracking the results of client interaction with a specialist

Providing psychological support to the client in the process of working with a specialist.

By highlighting these tasks, we wanted to emphasize that the school psychologist does not relieve himself of responsibility for the education and development of the child at school, redirecting qualified work with him to another specialist. His responsibilities still include accompanying the child, only the forms and content of this process change.

Thus, we have briefly described the main areas of activity of a practicing psychologist. In general, they can be presented as the following diagram (see Fig. 2)

The diagram offered to the attention of readers does not fully reflect the idea underlying the proposed model of psychological activity. The determining principle for it at the organizational level is the principle of consistency. This means that psychological work is a complexly organized process, which includes all forms, all areas of practical activity in a clear, logically and conceptually justified sequence.

5. PSYCHOLOGICAL EDUCATION WITHIN THE FRAMEWORK OF THE COMPETENCE-BASED APPROACH.

Psychological education is a traditional component of psychological practice. It is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant to them. First of all, we are talking about psychological knowledge and skills that allow teachers to:

Organize an effective process of subject learning from both content and methodological points of view

Build mutually beneficial relationships

Realize and comprehend oneself in the profession and communication with participants in interactions (M.R. Bityanova)

Within the framework of the model of organizing psychological services proposed by M.R. Bityanova formulates the basic principle of educating teachers - the organic interweaving of the situation of transferring knowledge to them into the process of practical activity (that is, knowledge as a response to a really existing and conscious request of the teacher).

Accordingly, we propose to include psychological education within the framework of the competency-based approach (in doses, with carefully selected content) in the current activities of educational and methodological associations, thematic pedagogical councils, psychological and pedagogical consultations, etc.

Thus, one of the topics of thematic teaching councils could be “Teacher’s Roles: Tutor and Facilitator”

A possible option for a psychologist to speak at this teachers’ meeting (based on materials from A. Kashevarova, educational psychologist, Kaliningrad).

A teacher plays a variety of roles in the educational process. Each role is a set of certain socially expected actions. Let's try together to define the traditional roles of a teacher in school, that is, those role actions that a teacher usually performs in relation to students.

(The psychologist writes down his options and those proposed by the teachers on the board. The list of roles created in our school was as follows: didactician, mentor, bearer and transmitter of experience, educator, evaluator, controller, nanny, leader, senior comrade, supervisor.)

Isn't it true that almost all of these roles are based on a position "above the student"? In it, the teacher acts as an active subject, investing in a passive student some content, experience, knowledge that the child must learn.

The position “above the student” (even if it is humanized) always contains elements of superiority, coercion, sometimes violence, and often authoritarianism. If the entire educational process is built on the basis of this position, then we can talk about an authoritarian style of education and teaching.

Let's look in the dictionary. So, “authoritarian education is an educational concept that provides for the student’s subordination to the will of the teacher. By suppressing initiative and independence, authoritarianism hinders the development of children’s activity and individuality, and leads to confrontation between the teacher and the students. The authoritarian style of pedagogical leadership is a stressful educational system based on power relations, ignoring the individual characteristics of students, and neglecting humane ways of interacting with students. The principle of authoritarian pedagogy is that the teacher is the subject, and the student is the object of education and training. At the same time, the means of controlling the child are carefully developed: threat, supervision, coercion, prohibition, punishment. The lesson is strictly regulated. This style gives rise to special professional traits in the teacher: dogmatism, a sense of infallibility, pedagogical tactlessness, and peremptory judgment. One of its manifestations in pedagogical activity is moralizing. The authoritarian style of education and teaching most often develops under the influence of the style of communication between superiors and subordinates, accepted in the work collective and in society as a whole.”

A reasonable question arises: “In what society?”

Traditional pedagogy was formed at a time when the success of educational work was assessed mainly by the extent to which adults were able to pass on accumulated knowledge, skills, abilities and values ​​to children. At the same time, children were prepared for life in a society that, in its main features, would be similar to the world in which their parents lived.

At the present time, social changes - scientific, technical, cultural, everyday - are so significant and happening so quickly that no one doubts: today's children have to live in a world significantly different from the one in which their parents and teachers lived. Therefore, adults should evaluate their educational successes not so much by how they managed to convey their knowledge and skills, but by whether they were able to prepare children to act independently and make decisions in conditions that obviously did not and could not exist in the life of an elder generations.
The transition to a market economy presented the school with a qualitatively different social order than before. Several years ago, documents on the modernization of education noted that knowledge, skills and abilities were not the main concern of the school. More important goals of general education were named: instilling in children responsibility, morality, entrepreneurship, social mobility, willingness to cooperate and the ability to self-organize.

Is a traditional school able to fulfill this social order? Considering that it produces mostly good performers and its main principle is: “Look how I do and do the same.” Considering that the results of authoritarian upbringing are passivity and lack of initiative, weakness of creative imagination, and avoidance of responsibility.

You can declare anything at school, but it is almost impossible to develop in children the qualities needed in an already changed world with a purely traditional approach. Therefore, it is very important to expand the range of professional roles. We are talking about expanding, and not about completely changing the roles of the teacher in the school.

It is impossible to completely abandon the traditional approach to training and education, and it does not make sense, because there is so much value in traditions. As for the authoritarian approach, it is appropriate in some situations and for some time. It is valuable for flexible and very dosed use.
As for the roles that are important for a modern teacher to master and implement, they are associated with a shift in the “center of gravity” in the traditional education system from teacher to student. The teacher here is just an intermediary between the student and knowledge, performing coordination work. His position is “next to the student.” The style of communication between the teacher and the child is cooperation.

The teacher roles in question are tutor and facilitator. Sometimes they are considered as synonyms, sometimes they are separated according to their meaning. I will dwell in a little more detail on each role.

So, facilitator. This concept was introduced by the classic psychologist Carl Rogers. The English word “facilitate” means “to facilitate, to promote.” This means that the main task of the teacher-facilitator is to facilitate and at the same time stimulate the learning process, that is, the ability to create an appropriate intellectual and emotional environment in the classroom, an atmosphere of psychological support.

The training is structured as follows: the teacher helps formulate the goals and objectives facing a group of students or each student individually, and then creates a free and relaxed atmosphere that will encourage students to solve problems. At the same time, it is important for the teacher: 1) to be himself, to openly express his thoughts and feelings; 2) demonstrate to children complete trust in them and confidence in their capabilities and abilities; 3) show empathy, that is, understanding the feelings and experiences of each student.

Research shows that students with a facilitative learning style are less likely to miss school during the school year, have more positive self-esteem, make greater progress in learning, have fewer discipline problems, less acts of vandalism of school property, and are characterized by higher levels of thinking and creativity. activity. (You can read more about this in the book Freedom to Learn by Carl Rogers and Jerome Freyberg.)

The next concept - “tutor” translated from English means “mentor, tutor, guardian”. A tutor in modern pedagogy is a teacher-consultant and coordinator. Its goal is to create an educational environment that will allow the student to gain knowledge and skills as independently as possible, learning in a mode convenient for him, including within the framework of a lesson. At the same time, the tutor helps to effectively use educational materials, the Internet, and the practical experience of other students. Thus, the knowledge system is built through the activity of children, their activities, and practice. The coordinating work of the tutor is aimed at helping in formulating the problem, determining the goals and objectives of the activity, planning actions for implementation, and analyzing the results of the work. The tutor advises and supports students in the process of their independent activities. At the same time, he creates a favorable creative atmosphere where criticism of students’ ideas and statements, imposition of one’s own point of view or research strategy is unacceptable. The tutor knows how to listen and highlight the essential points in any statement of the student. The teacher guides the child with the help of overview information, leading questions, and advice, since the organizational role of the tutor prevails over the educational one.

The educational activities of schoolchildren, coordinated by a tutor, help to develop in them the following qualities: initiative, goodwill, openness, observation, creative and intellectual activity, the ability to make non-standard solutions, flexibility and critical thinking, careful and attentive attitude to the experience of elders, optimism, tolerance.

As you may have noticed, the functions of a tutor are similar to those of a facilitator. With only one caveat: in facilitation, the emphasis is shifted towards establishing a benevolent, stimulating atmosphere for the learning process, while in tutoring, organizational and coordinating aspects are more emphasized. The above-mentioned roles of the teacher do not cause a feeling of fear in the child, do not humiliate his dignity, but, on the contrary, instill in him freedom and responsibility, high consciousness and courage - qualities that are so necessary in our fast-paced life.

In May of this year, a meeting of the Standing Committee of the Parliamentary Assembly of the Council of Europe (PACE) was held in Moscow, where issues related to the education sector were discussed. The PACE recommendation approved at this meeting noted: “The ultimate goal of education in modern conditions should be a harmoniously developed person, capable of successfully fulfilling various roles in a rapidly changing pluralistic world.”

The teacher will develop this ability in the child. To educate with your guiding influence, your attitude, your personality. And since education in many ways is the art of creating role models, then the professionalism of a modern teacher lies in the flexible and expedient use of the entire wide range of professional roles.

QUESTIONS AND TASKS

• Does the model of organizing psychological services in your educational institution correspond to new approaches?
• How does your educational institution provide psychological support for the competency-based approach?
• What practical diagnostics, methods, psychotechnics, in your opinion, are most effective within the framework of psychological support of the competency-based approach?
• Offer your own developments for thematic teaching councils, psychological and pedagogical consultations, etc.
• Describe the place and role of teachers at your educational institution in the system of psychological support of the competency-based approach.

LITERATURE

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materials provided by:

Senior Lecturer of the Department of Pedagogical Excellence L.S. Samsonenko,

Assistant of the Department of Pedagogical Excellence L.Yu.Koltyreva

Questions for inquiries at: [email protected]

The goal of a psychologist in an educational institution is to create psychological conditions so that children, teachers, parents, i.e. all subjects of the educational process felt effective and comfortable within the school walls. The psychologist must try to achieve this goal using all means known to him.

One of the universal, effective means of a psychologist’s work (in addition to diagnostics and counseling) is the organization of dialogue between people who are in the same social space, but have different points of view. This difference, on the one hand, is determined by the characteristics of the activity and the role of each participant in the interaction, and on the other hand, by his human qualities. Thus, the main function of the teacher is organizational, so he looks at the child as part of the overall classroom system, a part that can either interfere with or help the class as a whole function effectively. It is clear that in this case the teacher is less focused on the child as an individual. The main function of a parent, on the contrary, is to understand and accept his child as an individual person with personal self-worth and not connected with other people in any way. Both views are one-sided by nature and are determined by the specific roles that people play. These views are like segments of a circle: each individually is incomplete, but, complementing each other, they create a single space, a single harmonious field. In the case of interaction between teacher and parent, these different views can become either a battle arena in which Shakespearean passions are played out, or a soil that enriches each participant in the interaction. A psychologist can become a person who helps make the dialogue between a teacher and a parent fruitful, connecting their views, helping to find common ground in two different positions.

In order to determine points of contact, the first thing a psychologist must do is to get an idea of ​​the personalities of the teacher and parent, to determine for himself the space in which the contact of two different psychological realities can occur. A psychologist can talk about why this space was chosen to organize dialogue, why these particular qualities and needs of the parent and teacher become most significant in this problem field. To substantiate his position, he may or may not voice the data of diagnostic studies: the main thing is that the psychologist helps two different people create their own common, diverse view of any situation - problematic or just business. If such a general view is developed, the goal of psychological work has been achieved.

The school psychologist himself, like every participant in the educational process, also has his own point of view on other people, determined by his professional position and personal characteristics. He has his own angle of view on a person, his own professional position, in which the most important question is the question “what?”: what is happening to the person, what is good and what is bad within the individual, what is a personal resource, and what is a limitation, what needs to be changed in order for the individual to feel comfortable, what needs to be done so that she (the individual) can function effectively... For a teacher, the main question is “how?”: how to make the class work effectively, how to organize the discussion process, how to effectively prepare homework task... At the intersection of these views, the truth is born: on the one hand, the school system becomes manageable, balanced and stable, and on the other - free, active and creative; Each member of the teaching and children's team gains, on the one hand, an understanding of himself, and, on the other, understanding and acceptance of others.

In the case when a psychologist wants to create a full-fledged, rich psychological space, effective and harmonious for each member of an adult and children’s team, he must integrate his limited segmental view into the field of the general circle, but in no way insist that other people accept the psychologist’s view as the only one. the right guide to action.

If the tools of psychological diagnostics are tests, projective techniques, questionnaires and questionnaires, then the only instrument of psychological influence is the personality of the psychologist. A psychologist in an educational institution, like any other, is a living instrument, and he has to work with his inner world, his emotions, feelings, experiences, and consciousness. The effectiveness of the psychologist’s work depends on how polished, concise, harmonious and effective this tool is.

Ministry of Education of the Moscow Region

GOU DPO (advanced training) for specialists in the Moscow region

Pedagogical Academy of Postgraduate Education

Final design work on the invariant module“Fundamentals of modernization of professional training of specialists in NPO and vocational education institutions” 72 hours

PROJECT TOPIC : “Psychological support of the educational process in NGOs”

teacher - psychologist

GBOU NPO PU No. 17 Kolomna, MO

Introduction.

Psychological support of education is one of the most important requirements of modern society. Obtaining an education at all times has been associated with various tests for the knowledge, skills and abilities of students. Tests are almost always stressful. In this regard, the active work of educational psychologists contributes to solving this problem.

The Concept of modernization of Russian education adopted by the Government of the Russian Federation defines priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support. The priority goal of modernization is to ensure high quality of Russian education.

In the modern view, the concept of “quality of education” comes down not only to training, a set of knowledge and skills, but is associated with the concept of “quality of life”, revealed through such categories as “health”, “social well-being”, “self-realization”, “security”.

In this regard, the scope of responsibility of the psychological and pedagogical support system can no longer be limited only to issues of overcoming learning difficulties, but should also include the tasks of ensuring the successful socialization of students, professional self-determination, preservation and promotion of health.

The term “psychological and pedagogical support of the educational process” today is commonly understood as a holistic and continuous process of study and analysis, formation, development and correction of all subjects of the educational process.

It is carried out in order to optimize the entire educational process, strengthen the health and performance of students and employees for the fullest realization of their creative potential and maintain a comfortable mental state.

The tasks of psychological and pedagogical support for students are also:
prevention of development problems;
assistance in solving current learning problems, profile orientation and professional self-determination;
development of social and psychological competence of students, parents and teachers;
psychological support of educational programs;
prevention of deviant behavior.

The methodological basis for the work of the psychological support service is declared in most cases as humanistic: “The idea of ​​support as the embodiment of humanistic and person-oriented approaches” (E.M. Aleksandrovskaya), “Paradigm of support based on cooperation” (M.R. Bityanova), “Security -protective paradigm of working with children” (A.D. Goneev).

As a rule, the basic principles of work are the principles of L.S., traditional for Russian psychology. Vygotsky, A.N. Leontyeva, S.L. Rubinstein, declaring the leading role of activity in the development of a child and the age-related normative nature of his development.
Support system N.Ya. Semago and M.M. Semago is designed for “problem children”. This term defines children with “developmental disabilities.”

As children at risk, M.R. Bityanova singles out children with problems of adaptation and socialization. Similarly, in the support system of E.M. Aleksandrovskaya focuses on children “who have a mental disorder, especially in its mild forms.”

In general, the activity of a psychologist as part of a support system is characterized by a focus on a group of students who have deviations from the statistical norm in terms of mental functions.

It should be noted that there is an existing contradiction: students with problems are identified primarily not by the results of appropriate diagnostics, but by the “requests” of teachers or parents. The existing mechanism for selecting students for the support group helps to identify those “with whom it is difficult for adults,” and not those “who find it difficult.”

In the work of a psychologist in accompanying students, there are usually two main stages (or areas of work): diagnosis and correction.
In the literature, these stages can be separated - E.M. Aleksandrovskaya, for example, identifies five stages - but when generalized, they all constitute two primary stages.

The essence of diagnosis is the search for mental characteristics that do not correspond to norms.

The essence of correction is carrying out special measures aimed at “bringing, tuning” these characteristics to normal.

The whole range of methods traditional for psychology is used as working methods: training, games, consultation, etc.

In the conditions of primary vocational education, the goal of psychological and pedagogical support is to ensure the professional and personal development of students, where the main task is the formation of an independent, responsible, mentally healthy personality, capable of successful socialization in society and active adaptation in the labor market.

Main directions of psychological support for students

The concept of “psychological help” is the most established in practical psychology. Its content is presented in the totality of the main areas of professional activity of a practical psychologist.

Psychological assistance implies that the psychologist works not only with those students who have problems, but with everyone, thus assisting their development. For a psychologist working in a college, this means inclusion in the educational process as an equal participant contributing to all subjects of education.

The meaning of psychological support is not to protect a developing person from difficulties, not to solve his problems, but to create conditions for him to improve his conscious, responsible and independent choices on his life path. But moments are not excluded when a psychologist must quickly intervene, or stop, or lead in order to save and help.

The mission of practical psychology of vocational education is to ensure the stability of the development of students in the field of vocational education, to create psychological conditions for the successful personal, social and professional development of boys and girls.

The goal of the psychological service of NGOs is to create favorable conditions for the successful development of youth, ensuring personal development, social and professional self-determination, formation and self-realization, and maintaining the psychological health of participants in the educational process.

Objectives of the psychological service:

· maintaining and strengthening the psychological health of students in a professional educational environment that is multicultural in its composition;

· psychological support for subjects of the educational process through the provision of individual and group psychological assistance;

· promoting the development of psychological culture of all subjects;

· psychological assistance to the personal, social and professional development of students in the process of educational and industrial activities, development of the ability for self-knowledge, self-regulation, self-education, self-development, building a professional career.

1) problems of professional and personal development of subjects of activity in the educational space;

2) levels of interaction between support participants;

3) conditions that ensure the quality of psychological support.

Areas of activity of the psychological service of NGOs.

1. Psychological support for the developmental component of vocational education (monitoring, information and analytical activities, design, examination of the components of education).

2. Psychological support for participants in educational activities in the process of solving problems of professional education and development (psychological prevention, education, diagnostics, development (correction), advisory activities).

3. Improving the service as an organizational system and professional development of specialists (self-education, exchange of experience, scientific, methodological, and instrumental support).

The activities of the psychological service of the school are determined by a number of specific features that determine the originality of its functioning and distinguish it in the system of practical psychology service as a whole.

Specific features include:

· professional orientation of the educational process;

· characteristics of the student population;

· features of parent-child relationships;

· composition of teaching staff;

· features of the activities of a college teacher-psychologist.

Service specialists must not only be well aware of the features of the vocational education system itself and its participants, but also understand the uniqueness of their own activities.

Next, we should touch upon the main areas of work using the example of the activities of the psychological service of GBOU PU No. 17 in Kolomna. The structure of the activities of the psychological service includes psychological diagnostics, counseling, preventive, methodological, and psycho-correctional work.
1) Psychological diagnostics - the study of individual psychological characteristics of students’ personality with the aim of:

· identifying possible causes of problems during the learning process;

· identification of students at risk;

· identifying the strengths of the individual, his reserve capabilities, which can be relied upon during correctional work;

· determination of individual style of cognitive activity.

2) Psychological counseling – provision of psychological assistance in a specially organized process between a psychologist and a student, during which assistance is provided:

· in self-knowledge;

· in the analysis and solution of psychological problems associated with one’s own characteristics, current life circumstances, relationships in the family, among friends;

· in the formation of new attitudes and making one’s own decisions;

· in the formation of the motivational-need and value-semantic sphere of the individual;

· in the formation of adequate self-esteem and adaptation in real life conditions.

3) Preventive work – promoting the full mental development of students:

· prevention of current social problems of drug addiction, alcoholism, AIDS, sexually transmitted diseases with the involvement of specialists;

· conflict prevention;

· prevention of depression and suicide;

4) Methodological work – aimed at solving the following problems:

· compiling a block of psychodiagnostic techniques for diagnosing first-year students;

· development of materials for students on learning problems;

· preparation of teaching materials to assist in conducting classes in groups;

Psychological education of students, parents, teachers and specialists plays a significant role in the methodological work of the psychological service of NGOs.

Psychological education of students is very popular today. But, despite its widespread use, the question of its effectiveness is quite acute.

The result of educating students is their successful use of psychological knowledge and skills that would help them successfully learn and develop, as well as gain prospects for high-quality mastery of their chosen profession.

In order for the knowledge transferred to students to be actively used by them in the process of personal development, it is necessary to take a serious approach to the selection of content and forms of work. When selecting content, it is necessary to take into account not only age needs, but also the students’ readiness to master certain knowledge and skills. Educational support can be organized in response to an urgent request from a student or group of students.

Also important is the focus on the objects of professional activity, ensuring their perception and transfer of this knowledge from short-term memory to long-term memory. In this case, the individual characteristics of students’ memory play an important role. Some people quickly remember and quickly forget, others remember slowly, but retain in their memory for a long time what they remember.

The indicators of the level of concentration of attention turned out to be the lowest. This can be explained by the insufficient development of voluntary personality regulation. The educational activities of NGO students require strong-willed efforts and the ability to plan their actions and actions.

5) Psychocorrectional work – systematic work of a psychologist and social teacher with students who have deviations in mental and personal development, as well as with students classified as “risk groups”. It can be carried out in the form of individual and group lessons in the form of trainings.

Depending on the course of study, support tasks may vary:

· for the 1st year – the issue of successful adaptation to an educational institution is relevant;

· for the 2nd year – individual support, the formation of a positive image of the teenager’s “I”, his life values;

· for the 3rd – promoting professional development, the formation of professionally significant personality qualities.

In organizational terms, the work of a support specialist can be carried out depending on the chosen model - it can be:

· Model of support for gifted students;

· orphans;

· children from among the “difficult”, included in the “risk group”, who are subject to different types of registration;

· children with various types of addiction: smoking, drug use, alcohol abuse, Internet addiction;

· Model of psychological support for migrant children;

· Model of psychological support for children affected by emergency situations;

· Model of psychological support for deviant and delinquent children (hooliganism, foul language, crime, etc.)

Our school has developed its own support model, taking into account the complexity of the population, which is aimed at solving the problems of students’ adaptation to the educational process and is conditionally divided into three stages:

1. Diagnostic.

At this stage, general information about students is collected, and comprehensive diagnostic studies of the individual are carried out:

· diagnosis of character accentuations;

· determination of the type of temperament;

· diagnosis of anxiety;

· socio-metric measurements;

· studying the psychological climate in groups;

· self-esteem research;

· study of personality orientation;

· determination of individual thinking style

2. Drawing up an individual work plan

At the second stage, after a detailed analysis of the information received, recommendations are developed together with teachers and masters, and individual correctional programs for interaction with students are built. This allows NPE masters and class teachers to take into account the personal characteristics of students, predict the emergence of conflict situations and subsequently design harmonious relationships.

3. Corrective and developmental.

At the third stage, direct correctional (developmental) activities are organized, which includes conversations and consultations with students and parents about test results, prospects for further development, conducting socio-psychological games and trainings:

· communication training;

· training of confident behavior;

· training to develop creative abilities;

· relaxation activities; communication games.

In the future, repeated studies and development monitoring are carried out, which allows us to evaluate the effectiveness of the work being carried out and make the necessary corrections.

We should dwell in more detail on the first stage – diagnostic. Results of diagnostics of socialization and adaptation and their impact on educational and educational processes in school.

The concept of “socialization” in social psychology was introduced in the 40s of the twentieth century. Psychologist Albert Bandura.

In the modern understanding, socialization has several meanings, because This concept is interdisciplinary. Used in sociology, psychology, pedagogy, philosophy.

Socialization is the influence of the environment as a whole, which introduces the individual to participation in public life. This is the process and result of the individual’s inclusion in social relations. In the process of socialization, an individual becomes an individual and acquires the knowledge, skills and abilities necessary to live among people.

There are several classifications of stages of socialization.

The first classification identifies the following stages:

Primary – assimilation of social norms, values, behavior patterns of entering into culture. The result of this stage determines the entire course of subsequent life;

Secondary – subsequent assimilation of social roles that distinguish the life activities of an adult. Necessary adjustment of norms and behavior patterns of an adult, in contrast to primary socialization.

The second classification identifies slightly different stages:

Primary – assimilation of social norms, values, behavior patterns of entering into culture. The result of this stage determines the entire course of subsequent life.

Secondary – subsequent assimilation of social roles that distinguish the life activity of an adult. Necessary adjustment of norms and behavior patterns of an adult, in contrast to primary socialization

Integration – the desire to find one’s place in society.

Labor – period of maturity. Man influences the environment through his activities.

Post-work – transfer of social experience to new generations.

Today, socialization is defined as a two-way process. On the one hand, an individual acquires social experience by entering a certain social environment, but sometimes he cannot fully adapt to the social environment, thus knowledge remains “Dead Capital”. The processes of education and socialization proceed in parallel and at the same time independently of each other and are aimed at the formation of personality, a person’s finding his place in life, the path of social and professional self-determination.

It is necessary to compare the process: the process of socialization and education.

Upbringing	Socialization
Education is a purposeful process	Socialization is a spontaneous process: whether we want it or not, the phenomena of reality in the political, social, cultural sphere do not leave us indifferent, we cannot “disengage ourselves” from them
Education is discrete, i.e. a continuous process, because it is carried out in the family, preschool institution, school, creative group of additional education.	Socialization is a continuous process
Education is carried out here and now by specific subjects of education	Socialization is carried out throughout life, starting at birth and continuing throughout life.

Socialization is not adaptation to the environment, but integration into a certain environment.

Adaptation is a passive adaptation to the social environment. And as long as the environment is stable, a person feels quite comfortable in it. However, changes in the environment and its instability can lead to personal discomfort, dissatisfaction, stressful situations, and life tragedies.

Integration, as a form of interaction of an individual with the social environment, presupposes his active entry into society, when a person is ready to make independent decisions in a situation of choice, when he is able to influence the environment, changing it or changing himself. Differences between socialization in the form of adaptation and integration still appear.

Creating a situation of success plays an important role in the socialization process. First of all, you should develop search activity, which manifests itself in:

· cognitive creative activity;

· independently search for a source of information;

· readiness to make a decision in a situation of choice.

In the conditions of PU No. 17, the formation of a situation of success is carried out by the following measures:

· self-government of the school;

· participation in various programs;

· cooperation with social institutions;

· circle work;

· wall newspaper;

· work with the parent community.

Conclusion

Currently, the practical psychology of vocational education in Russia needs innovative and advanced development, due to ongoing changes in the system of secondary vocational education related to the strategy for achieving its different quality. The subject of the changes is:

New generation educational standards based on competency;
- requirements for general and professional competencies of graduates from employers;
- processes of integration of vocational education institutions;
- introduction of information, communication and pedagogical technologies in the educational process;
- education quality assessment system.

In addition to the above, it is important to take into account changes associated with youth subcultures, multicultural aspects in education, and demographic processes.

In this regard, the activities of psychologists involve solving problems of psychological support and assistance:

Students in preparation for mastering subjective-personal, intellectual, social and communicative professional competencies;
- teaching staff in mastering technologies for the development of general (personal) competencies of students through educational and extracurricular activities, monitoring the level of development of competencies.

A psychologist has to, without losing his specific subject (psyche, human subjectivity), take into account the specifics of work (in college), research and engage in the educational environment, where he tries to optimize the collective activities of teaching staff and initiate the creation of psychological and pedagogical conditions for development and professional formation students. That is, he himself gradually turns into an integral participant in the educational process and becomes a real member of the teaching staff.

Literature

1. Abramova G.S. Introduction to practical psychology. - M.: Academy, 1994.

2. Bezuleva G.V. Designing models of psychological services in vocational education institutions. Toolkit. – M.: Publishing house of the Moscow Psychological and Social Institute, 2008.

3. Bezuleva G.V. Psychological and pedagogical support for professional adaptation of pupils and students. Monograph. – M.: NOU VPO Moscow Psychological and Social Institute. 2008.

4. Bezuleva G.V., Sharonin Yu.V. Regulations on the service of psychological and pedagogical support of the educational process of NGOs. – M.:IOO, 1998.

5. Bityanova M.R. Organization of psychological work in educational institutions. - M., 1997.

6. Bolotov V.A., Serikov V.V. Competent model from idea to educational program // Pedagogika.M., 2003 No. 10.

7. Bondarev V.P. Choice of profession. M: Pedagogy 1989.

8. Borisova E. M., Loginova G. P. Individuality and profession. M.: Knowledge 1991

9. Botyakova L.V., Golomshtok A.E. Educational and methodological office for vocational guidance. M.: Education 1996

10. Introduction to the profession “Psychologist”: Proc. Benefit / I.V. Vachkov, I.B. Grinshpun, N.S. Pryazhnikov; Ed. I.V. Grinshpuna. – 3rd ed., erased. – M.: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2007.

11. Glinkina O.V. Adaptation of a freshman // Prof. education, 2002. No. 9.

12. Grishchenko N.A., Golovey L.A., Lukomskaya S.A. Psychological foundations of career guidance in school and vocational schools. - L., 1988

13. Demidova T.P. Psychological support of professional and personal development of students in secondary vocational educational institutions: Textbook. allowance. – M: Publishing house of the Moscow Psychosocial Institute; Voronezh: Publishing house NPO "MODEK", 2006.

14. Dubrovina I.V. School psychological service: Issues of theory and practice. – M.: Pedagogy, 1991.

15. Klimov E.A., Chistyakova S.N. Choice of profession. - M., 1988

16. Concept of modernization of Russian education until 2010-M., 2002

17. Lezova L.V. Training as a method of enhancing students’ professional self-determination // Career guidance, professional career and labor market in new socio-economic conditions. Abstracts of the scientific and practical conference. – St. Petersburg, 2001.

18. Ovcharova R.V. Practical psychology in education. – M., Academy, 2003.

19. Shchurkova N.E. New technologies of the educational process. - M., 1993.

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PSYCHOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS

The concept of “socialization” in social psychology was introduced in the 40s of the twentieth century. Psychologist Albert Bandura. In the modern understanding, socialization has several meanings, because This concept is interdisciplinary. Used in sociology, psychology, pedagogy, philosophy.

Defined as a two-way process. On the one hand, an individual acquires social experience by entering a certain social environment, but sometimes he cannot fully adapt to the social environment, thus knowledge remains “Dead Capital” Socialization today

In its most general form: socialization is the influence of the environment as a whole, which introduces the individual to participation in public life. This is the process and result of the individual’s inclusion in social relations. In the process of socialization, an individual becomes an individual and acquires skills necessary for life among people. The concept of "socialization"

SOCIETY INDIVIDUAL PERSONALITY SOCIALIZATION NORMS VALUES BEHAVIOR MODELS ZUNS

1. Primary – assimilation of social norms, values, behavior patterns of entering into culture. The result of this stage determines the entire course of subsequent life. 2. Secondary – subsequent assimilation of social roles that distinguish the life activity of an adult. Necessary adjustment of norms and behavior patterns of an adult, in contrast to primary socialization Stages of socialization

1. Primary (adaptation stage) – from birth to 12-13 years. At this stage, the child does not critically assimilate social media. experience, adapts to life, imitates adults. 2. Individualization - from 12-13 years to 22. Characteristic is the desire to distinguish oneself from others. A stable personality trait and a critical attitude towards social norms of behavior are developed. Stages of socialization

3. Integration is the desire to find one’s place in society. 4. Labor – the period of maturity. Man influences the environment through his activities. 5. Post-work – transfer of social experience to new generations. Stages of socialization

Group No. 1(0.9)

Group No. 2 (0.8)

Group No. 3 (1)

Group No. 4 (1.4)

Group No. 5 (1)

Group No. 6 (1)

Group No. 7 (0.8)

Group No. 8 (1)

Group No. 9 (0.9)

Group No. 10 (1,2)

Group No. 11 (1)

Group No. 12 (0.9)

Group No. 13 (1)

Group No. 14 (1)

Group No. 15

Group No. 16 (0.8)

Group No. 19 (0.8)

They proceed in parallel and at the same time independently of each other. Aimed at the development of personality, a person’s finding his place in life, the path of social and professional self-determination. PROCESSES of education and socialization

THE PROCESSES OF UPBRINGING AND SOCIALIZATION ARE DIFFERENT IN ESSENCE

Comparison of processes Education Socialization Education is a purposeful process Socialization is a spontaneous process: whether we want it or not, the phenomena of reality in the political, social, cultural sphere do not leave us indifferent, we cannot “disengage ourselves” from them PROCESSES of education and socialization

Comparison of processes Education Socialization Education is discrete, i.e. a continuous process, because it is carried out in the family, preschool institution, school, creative group of additional education. Socialization is a continuous process PROCESSES of education and socialization

Comparison of the processes of Education Socialization and Education - carried out here and now by specific subjects of education Socialization - carried out throughout life, starting from birth and not stopping throughout life PROCESSES of education and socialization

Adaptation of 1st course

Adaptation of 1st course Group No. 1 Group No. 7

Adaptation of 1st course (correction)

Socialization as adaptation to certain social conditions Socialization is not adaptation to the environment, but integration into a certain environment. Two concepts of “socialization”

Represents a passive adaptation to the social environment. And as long as the environment is stable, a person feels quite comfortable in it. However, changes in the environment and its instability can lead to personal discomfort, dissatisfaction, stressful situations, and life tragedies. Socialization in the form of adaptation

As a form of interaction of an individual with the social environment, it presupposes his active entry into society, when a person is ready to make independent decisions in a situation of choice, when he is able to influence the environment, changing it or changing himself. Differences between socialization in the form of adaptation and integration still appear. Integration

Development of a personality ready for socialization in the form of integration. What exactly needs to be developed? What personality characteristics are necessary for active interaction with the social environment? What personality characteristics are most in demand in modern conditions? Purpose of education:

First of all, develop search activity, which manifests itself in: cognitive creative activity independent search for a source of information readiness to make a decision in a situation of choice Creating a “situation of success”

self-government of the school participation in various programs cooperation with social institutions Club work Wall newspaper Work with the parent community Successful socialization at the school:

The peculiarity of a living mind is that it only needs to see and hear a little so that it can then think for a long time and understand a lot. J. Bruno

The Concept of modernization of Russian education for the period up to 2010, adopted by the Government of the Russian Federation, defines priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support. A feature of the development of the support system at the present stage is the need to solve the problems of supporting a child in the context of modernization of education, changes in its structure and content. The priority goal of modernization of education is to ensure high quality of Russian education, which is not limited only to the training of students, a set of knowledge and skills, but is associated with upbringing, the concept of “quality of life”, revealed through categories such as “health”, “social well-being”, “self-realization”, “security”. Accordingly, the scope of responsibility of the psychological and pedagogical support system cannot be limited to the tasks of overcoming learning difficulties, but include the tasks of ensuring successful socialization, maintaining and promoting health, and protecting the rights of children and adolescents.

1) Methodological recommendations on the organization and content of the activities of psychological services in preschool educational institutions (letter of the Department of Education of the Yaroslavl Region N 1551/01-10 dated June 22, 2007). Purpose of the psychological service of a municipal preschool educational institution (MDOU)

In the Russian education system, a system of support and assistance to the child in the educational process is being developed - psychological support. The starting point for the formation of the theory and practice of integrated support is a system-oriented approach, according to which development is understood as the choice and development of certain innovations by the subject of development. Support is understood as a method that ensures the creation of conditions for the subject of development to make optimal decisions in various situations of life choice. To exercise the right to freely choose various development alternatives, it is necessary to teach a person to choose, help him understand the essence of the problem situation, develop a solution plan and take the first steps.

A preschool teacher-psychologist carries out activities within the limits of his professional competence, working with children who have a level of mental development corresponding to the age norm.

The goal of psychological support for a child in the educational process is ensuring normal child development.

This goal is specified in the following tasks:

Prevention of child development problems;

Help (assist) the child in solving current problems of development, learning and socialization;

Development of psychological and pedagogical competence (psychological culture) of children, parents, teachers;

Psychological support of educational programs.

The main areas of psychological support are: psychodiagnostics, correction and development; psychoprophylaxis; psychological counseling; psychological education and training.

Psychological support is aimed at creating socio-psychological conditions for the successful development and learning of each child.

The tasks of psychological support are specified depending on the level (stage) of education. Preschool education in this system is given a primary role, because Early diagnosis makes it possible to assess the compliance of the child’s development level with age standards, to prevent and correct possible deviations. In view of the fact that the foundations for further well-being in the development of a child are laid in preschool childhood, the organization of psychological and pedagogical support for a preschool child acquires special significance and relevance.

Main functions:

Creating conditions for preserving and strengthening the psychophysical health and emotional well-being of children.

Maximum assistance to the full mental and personal development of the child.

Preparing children for a new social development situation.

Studying the individual characteristics of children in the unity of the intellectual, emotional and volitional spheres of their manifestation.

Providing assistance to children in need of special educational programs and special forms of organizing activities.

Preventive and propaedeutic work with teachers and parents on the development of personal developments in preschool children.

Training preschool employees and parents in full developmental communication with children.

Promoting the formation of psychological competence of preschool employees and parents in the patterns of child development, in matters of education and upbringing.

2) The current state of the study of ideology and technologies of psychological support E.S. Zaitseva

Formation of the professional culture of the future specialist. Materials of the X student scientific conference and V international pedagogical readings. Arkhangelsk, 2003

Yu. Slyusarev used the concept of “support” to designate a non-directive form of providing psychological assistance to healthy people, aimed “not just at strengthening or completing, but at the development and self-development of an individual’s self-awareness,” assistance that triggers self-development mechanisms and activates a person’s own resources (5). A number of authors understand accompaniment as support for mentally healthy people who, at a certain stage of development, experience personal difficulties.

Many researchers note that support “involves supporting naturally developing reactions, processes and states of the individual.” Moreover, successfully organized socio-psychological support opens up prospects for personal growth and helps a person enter that “development zone” that is not yet available to him.

Unlike correction, it does not involve “correcting shortcomings and redoing”, but searching for hidden resources for the development of a person or family, relying on his (her) own capabilities and creating on this basis psychological conditions for restoring connections with the human world.

The main principles of psychological support are a humane attitude towards the individual and faith in his strength; qualified assistance and support for natural development.

The result of psychological support of the individual in the process of adaptation to life becomes a new quality of life - adaptability, i.e. the ability to independently achieve relative balance in relationships with oneself and others in both favorable and extreme life situations.

1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT (according to M.R. Bityanova)

Accompaniment is a certain ideology of work; it is the very first and most important answer to the question of why a psychologist is needed. However, before we dwell in detail on the content of this concept, let us consider the overall situation in domestic psychological practice from the point of view of the goals and ideology that are embedded in various existing approaches.

We can talk, in our opinion, about three main ideas underlying various models of psychological activity.

The first idea: the essence of psychological activity is in the scientific and methodological guidance of the educational process in preschool educational institutions. This is a “foreign” practice for a psychologist. Its goal can be stated in different words, for example, as scientific psychological and pedagogical support for the educational process, but in any case these are the goals of “alien” practice, a different professional perception of the world (primarily the child), which is often poorly compatible with a psychological worldview.

Idea two: the meaning of a psychologist’s activity in a preschool educational institution is to help children experiencing various difficulties of a psychological or socio-psychological nature, to identify and prevent these difficulties. Within the framework of such models, the functions of a teacher and a psychologist are quite clearly separated. Moreover, their activities often turn out to be independent of each other. Those who fall outside the scope of assistance are psychologically well-off pupils who receive their share of the psychologist’s attention only if they begin to demonstrate some undesirable manifestations in behavior, learning or, say, well-being. In addition, psychologists working in line with such models often have a specific view of children: their psychological world becomes interesting to a specialist primarily only from the point of view of the presence of violations that need to be corrected and corrected.

Idea three: the essence of psychological activity is to accompany the child throughout the entire learning process. The attractiveness of the idea is clear: it really makes it possible to organize psychological activity as “your own” practice, with your own internal goals and values, but at the same time it allows you to organically weave this practice into the fabric of the educational pedagogical system. Allows you to make it an independent, but not alien part of this system. It becomes possible to combine the goals of psychological and pedagogical practice and their focus on the main thing - the child’s personality.

First of all, what does it mean to “accompany”? In the Russian language dictionary we read: to accompany means to go, to travel with someone as a companion or guide. That is, accompanying a child along his life path means moving with him, next to him, sometimes a little ahead, if possible paths need to be explained. The adult carefully looks and listens to his young companion, his desires, needs, records achievements and difficulties that arise, helps with advice and his own example to navigate the world around the Road, understand and accept himself. But at the same time he does not try to control or impose his own paths and guidelines. And only when the child gets lost or asks for help does he help him get back on his path. Neither the child himself nor his experienced companion can significantly influence what happens around the Road. An adult is also unable to show the child the path that must be taken. Choosing a Road is the right and responsibility of every individual, but if at crossroads and forks with a child there turns out to be someone who is able to facilitate the choice process and make it more conscious - this is a great success. It is precisely this accompaniment of the child at all stages of his education that is seen as the main goal of psychological practice.

The task of a psychologist is to create conditions for the child’s productive movement along the paths that he himself has chosen in accordance with the requirements of the Teacher and Family (and sometimes in opposition to them), to help him make conscious personal choices in this complex world, to constructively resolve inevitable conflicts, to master the most individually significant and valuable methods of knowledge, communication, understanding oneself and others. That is, the activity of a psychologist is largely determined by the social, family and pedagogical system in which the child actually finds himself and which is significantly limited by the framework of the school Environment. However, within this framework, he can define his own goals and objectives.

So, support is a system of professional activity of a psychologist aimed at creating socio-psychological conditions for the successful learning and psychological development of a child in interaction situations.

The object of psychological practice is the learning and psychological development of a child in a situation of interaction, the subject is the socio-psychological conditions for successful learning and development.

2. The main directions of psychological support for the activities of teachers in the conditions of systemic changes.

2.1. Psychodiagnostics

Diagnostic work is historically the first form of psychological practice.

We can highlight the following principles for constructing and organizing the psychodiagnostic activity of a psychologist.

The first is the compliance of the chosen diagnostic approach and specific methodology with the goals of psychological activity (the goals and objectives of effective support).

Secondly, the survey results must either be immediately formulated in a “pedagogical” language, or be easily translatable into such a language.

Third, the predictive nature of the methods used, that is, the ability to predict on their basis certain features of the child’s development at further stages of education, and to prevent potential violations and difficulties.

Fourth, the high developmental potential of the method, that is, the possibility of obtaining a developmental effect in the process of the survey itself and building various developmental programs on its basis.

Fifth, the cost-effectiveness of the procedure.

2.2. Psychocorrectional and developmental work.

The developmental activities of a psychologist are focused on creating socio-psychological conditions for the holistic psychological development of a child, and psychocorrectional activities are aimed at solving specific problems of learning, behavior or mental well-being in the process of such development. The choice of a specific form is determined by the results of psychodiagnostics.

2.3. Counseling and education

Consulting and education for teachers

Psychological and pedagogical counseling is a universal form of organizing cooperation between teachers in solving various problems and professional tasks of the teacher himself.

Psychological education is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant for them. First of all, we are talking about psychological knowledge and skills that allow teachers to:

Organize an effective educational process from both content and methodological points of view;

Build relationships with students and colleagues on a mutually beneficial basis;

Realize and comprehend yourself in the profession and communication with other participants in interactions.

Parent counseling and education.

The general goal of various forms of activity of a psychologist in relation to parents - both education and counseling - is seen to be the creation of socio-psychological conditions for involving the family in accompanying the child in the development process.

In general, work with parents is built in two directions: psychological education and socio-psychological counseling on problems of education and personal development of children.

Psychological and pedagogical counseling of parents, carried out at the request of parents or on the initiative of a psychologist, can perform various functions. First of all, informing parents about child development problems. Parents do not always have a sufficiently complete and objective understanding of them. Further, this is advisory and methodological assistance in organizing effective child-parent communication, if the parents themselves made such a request or the psychologist believes that the causes of the child’s school problems lie in this area. The reason for consultation may also be the need to obtain additional diagnostic information from parents. For example, at the stage of in-depth diagnostics, a psychologist may ask parents to help him identify the impact of the family situation on the child’s psychological well-being at school. Finally, the purpose of counseling may be psychological support for parents in case of detection of serious psychological problems in their child or in connection with serious emotional experiences and events in his family.

2.4. Social dispatch activities

The social and supervisory activities of a preschool educational institution psychologist are aimed at providing children, their parents and teachers with social and psychological assistance that goes beyond the functional responsibilities and professional competence of the psychologist. It is obvious that the effective implementation of this function is possible only in the case when psychological activity in a preschool educational institution is a link in an extensive system of socio-psychological support (or help service) of public education. In this case, the psychologist has an idea of ​​where, how and with what accompanying documentation the request can be “redirected”. In all other situations, he is not confident that the client will be provided with the necessary assistance or effective forms of cooperation will be offered. To implement dispatch functions in this case, the psychologist must have at least a bank of reliable data at his disposal on various socio-psychological services that provide professional services.

When does a psychologist turn to social control activities? Firstly, when the intended form of work with a child, his parents or teachers goes beyond the scope of his functional responsibilities. Secondly, when a psychologist does not have sufficient knowledge and experience to provide the necessary assistance himself. Thirdly, when a solution to a problem is possible only if it is taken beyond the scope of school interaction and the people participating in it. The psychologist is one of its participants.

However, the activity of a psychologist in the cases described above is not limited to “redirecting the problem.” It involves sequential solution of the following tasks:

Determining the nature of the problem at hand and the possibilities for solving it

Finding a specialist who can help

Assistance in establishing contact with the client

Preparation of the necessary accompanying documentation

Tracking the results of client interaction with a specialist

Providing psychological support to the client in the process of working with a specialist.

The responsibilities of a preschool educational institution psychologist still include supporting the child’s development; only the forms and content of this process change.

Literature

1. Babkina, N.V. Assessing children’s psychological readiness for school: A manual for psychologists and specialists in correctional and developmental education / N.V. Babkina. – M.: Iris-press, 2005. – 144 p.

2. Barkan, A.I. Bad habits of good children. Learning to understand your child / A.I. Barkan. – M.: Drofa-Plus, 2003. – 352 p.

3. Bityanova M.R. Organization of psychological work at school / M.R. Bityanova. – M.: Genesis, 2000. – 298 p.

4. Volkov, B.S. How to prepare a child for school. Situations. Exercises. Diagnostics: Textbook. / B.S. Volkov, N.V. Volkova - M.: Publishing House "Axis - 89", 2004. - 192 p.

5. Ganicheva, I.V. Body-oriented approaches to psychocorrectional and developmental work with children (5 – 7 years old) / I.V. Ganicheva. – M.: Knigolyub, 2008. – 136 p.

6. Davydova, M.A. How to properly prepare a child for school / M.A. Davydova, A.I. Agapova. – M.: LLC IKTC “LADA”, 2006. – 224 p.

7. Davydova, O.I. Adaptation groups in preschool educational institutions: Methodological manual / O.I. Davydova. – M.: TC Sfera, 2006. – 128 p. (Appendix to the journal “Preschool Education Management”.

8. Zakrepina, A.V. Problem child: Paths to cooperation: a methodological manual / A.V. Fastening. – M.: Bustard, 2007. – 141 p.

9. Kataeva, L.I. Work of a psychologist with shy children / L.I. Kataeva. – M.: Knigolyub, 2004. – 56 p.

10. Kiryukhina, N.V. Organization and content of work on the adaptation of children in preschool educational institutions: a practical guide / N.V. Kiryukhina. – 2nd ed. – M.: Iris-Press, 2006. – 112 p.

11. Konovalenko, S.V. Development of thinking and memory in children from three years old / S.V. Konovalenko. – M.: EKSMO Publishing House, 2005. – 240 p.

12. Korepanova M.V. Diagnostics of the development and education of preschool children in the Educational System “School 2100”: a manual for teachers and parents / M.V. Korepanova, E.V. Kharlamov. - M., 2005.

13. Kryukova, S.V. I am surprised, angry, afraid, boastful and happy. Programs for the emotional development of children of preschool and primary school age: A practical guide / S.V. Kryukova, N.P. Slobodyanik - M.: "Genesis", 2007. - 208 p.

14. Pavlova, T.L. Diagnosis of a child’s readiness at school / T.L. Pavlova. – M.: TC Sfera, 2007. – 128 p.

15. Psychological and pedagogical diagnostics of the development of children of early and preschool age: methodological manual: with attached album: a “Visual. material for examining children." – 2nd ed., revised. and additional – M.: Education, 2004.

16. Saraskaya, O.N. Psychological training for preschoolers “Let's be friends!” / O.N.Saranskaya. – M.: Knigolyub, 2008. – 64 p.

17. Sevostyanova, E.O. Program for adaptation of children to preschool educational institutions / E.O. Sevostyanova - M.: TC Sfera, 2007. - 128 p.

18. Smirnova, E.O. Child psychology: Textbook. for students higher education in pedagogy institutions / E.O. Smirnova. – M.: Humanitarian Publishing Center VLADOS, 2003. – 368 p.

19. Sokolova, O.A. World of communication. Etiquette for children of preschool and primary school age / O.A. Sokolova. – St. Petersburg: KARO, 2003. – 288 p.

20. Shirokova, G.A. Handbook of a preschool psychologist / G.A. Shirokova. – Rostov n/d: “Phoenix”, 2004. – 384 p.

Material prepared by L.Yu. Koltyreva

Assistant of the Department of Pedagogy and Psychology IPKiPPRO OGPU